Competency-Based Medical Education




The start of the 2015 calendar year marked Queen’s Postgraduate Medical Educations commencement of the proposed large-scale competency-based medical education (CBME) model, lead by CBME Faculty Lead Dr. Damon Dagnone. Beginning July 1, 2017, Queen’s is proposing that all trainees starting residency at Queen’s University will do so in a CBME model that is consistent with, and complementary to, the RCPSC CBD program. By doing so, all specialty programs at Queen’s will be transformed into more accountable and enriched CBME frameworks for postgraduate medical education delivery.

In order to achieve the desired outcomes of success a comprehensive strategic approach has been developed by the PGME CBME leadership team. The creation of a new Faculty Lead CBME and Project Coordinator CBME, along with direction from the decanal leadership (Dean, Vice-Dean Education, Associate Dean PGME), has been instrumental for the development and operationalization of multiple CBME initatives.

Since January 2015, many of components of the necessary infrastructure requirements for CBME are in place or are at advanced stages of initial development including:

 

  • The full support of all major stakeholders in this change process, which includes: decanal leadership within the Faculty of Health Sciences and the Council of Clinical Heads; the Southeastern Ontario Academic Medical Organization (SEAMO); Affiliated Teaching Hospital administrations; the Vice-Provost (Teaching and Learning), the Centre for Teaching & Learning, Office of Continuing Professional Development (Faculty Development), and the Office of Health Sciences Education at Queen’s University.
  • The establishment of six CBME working groups that govern the following aspects of CBME: assessment, faculty development, education scholarship, program evaluation, SEAMO accountability framework and a collaborative RCPSC/Queen’s working group. The CBME Executive Steering Committee directs all working groups. Membership includes experts and leaders from across PGME, the School of Medicine, the Office of Health Sciences Education, the Centre for Teaching & Learning at Queen’s University and the Royal College of Physicians and Surgeons of Canada.
  • Leveraging the experience and available collaboration from our colleagues in the Department of Family Medicine at Queen’s University, who began their transition to a Competency Curriculum (CCC) in 2009, with associated EdTech assessment platforms, funding structures, faculty development, educational scholarship, and expertise in leadership that will assist with the institutional change process.
  • A collaborative partnership with the Royal College of Physicians and Surgeons of Canada, across many levels of the organization including the Decanal leadership, the Director of Specialty Education, the Director of Assessment, Education scholarship, specialty program committees and sub-committees.
Queen’s Postgraduate Medical Education looks forward to making much progress as we continue the transition to a competency-based medical education curriculum.